Explaining the components (indicators) of organizational culture in primary schools

Document Type : Original Article

Authors

1 PhD student in Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Associate Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

3 Assistant Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

Abstract

The present research was conducted with the aim of explaining the components (indicators) of organizational culture in primary schools. The current research method was mixed. The data collection tool is a semi-structured interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The statistical sample of the qualitative part was experts who were knowledgeable about the research subject, who were selected using the purposeful sampling method. This sampling continued until theoretical saturation was reached and finally 16 people were selected as samples in the qualitative section. Also, the statistical population of the quantitative part included all teachers with work experience lower than 15 years of education in the primary education of Kermanshah city. According to Cochran's sampling method, 306 people were identified as samples. In order to analyze the data of the current research, the coding method of Strauss and Corbin and also the test of structural equations were done using SPSS, PLS and Maxqda . The results of the research showed that the number of 41 codes was identified as the symptoms of the organizational culture of elementary teachers. The results showed that the organizational culture symptoms of elementary teachers include 6 general categories, including identity formation, social excellence, systemic stability, individual transformation, educational transformation and adaptability. Quantitative results showed educational transformation with an impact of 0.951 and a T of 175.390 was the most important sign of organizational culture. paying attention to the identified signs can provide basis for measuring the organizational culture of teachers.

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